Abstracts - Earli

amount of autonomy, competence and social relatedness they experience in the workingenvironment. Further research is needed to investigate which aspects of teachers’ socialenvironment are responsible for transporting this experience of need satisfaction.Student teachers’ motivation, action-control beliefs, and behaviorLars-Erik Malmberg, Department of Educational Studies, University of O, United KingdomIn the present study three areas of teacher functioning are merged into one heuristic model ofteachers’ action-control: motivation (intrinsic / extrinsic), agency (personal, relational) and meansendsbeliefs (personal, relational, and external), and behaviour (indirect / pro-social / direct / selffocused).A Structural Equation Model was conducted in a sample of 391 teacher applicants andstudents, fitting data well. Teacher motivation was posed as an antecedent of, and behaviors as anoutcome of action-control beliefs. Intrinsic motivation was related to agency beliefs,personal/relational means-ends beliefs and direct behavior, indicating a beneficial pattern ofperceiving actions as self-determined. A higher level of agency beliefs was related to more directbehavior and less indirect behavior. Extrinsic motivation was related to external means-endsbeliefs and more self-focus. The findings regarding both pro-active and reactive behaviors, linkedwith motivation and action-control beliefs go beyond research on teachers’ coping styles, and canhence encourage further theorizing on teacher development. Future studies need to addresswhether the same pattern of predictions hold up among student teachers with longer experience ofteacher training, to what extent this configuration are related to teachers’ commitment, observedbehavior and well-being in working life.G 1530 August 2007 08:30 - 10:30Room: 0.81 OrtvaySymposiumExperience as a basis for teachers’ pre-service and in-service learningChair: Sanneke Bolhuis, Fontys Teacher Education Tilburg, NetherlandsOrganiser: Elaine Munthe, University of Stavanger, NorwayDiscussant: Cindy Hmelo-Silver, Rutgers University, USAThe aim of this symposium is to address the potential of experience for teachers’ pre-service andin-service learning. Teacher education is often viewed as theoretical and not sufficiently concernedwith the realities and demands of classroom practice, and teacher education students often refer topractice sessions in schools as the most rewarding aspect of their education. Teachers’ in-servicework is demanding and schools often provide very little opportunity for collaborative reflection onpractice that can enable experience to become an object of reflection and a vehicle for learning.The three papers presented in this session include analyses of an interview study of teacherstudents’ perceptions of their teacher education and practice, a meticulous analysis of one videotaped conversation among a group of four in-service teachers who are discussing their own videotaped lesson, and a three year project involving video-based peer coaching for teachers. In concertwith Feiman-Nemser & Buchman (1985) we question whether experience is as good a teacher aswe would like to think. We also question whether teachers are given the opportunity to developnecessary skills and attitudes to learn in experience, and we question whether experience can be– 402 –